Associations between self-perceived voice disorders in teachers, perceptual assessment by speech-language pathologists, and instrumental analysis

Abstract

Since these three methods offer different information, it is advisable to include all methods in ascertainment of voice disorders among teachers at work.

The Risk Factors Related to Voice Disorder in Teachers: A Systematic Review and Meta-Analysis

“…All 16 publications concretely presented the classification bias of objectives, study designs and their results, assessment methods, analysis methods, variance estimation of major results, results, and conclusions. Eight studies randomly assigned samples [3,4,12,13,16,18,19,23], and six studies estimated the sample size in advance (e.g., power analysis) [3,14,19,20,22,24]. All 16 studies controlled confounding variables, but it was not possible to evaluate blinding, mainly used in the intervention method, because they were epidemiological studies.…”

“…All studies basically used self-reporting questionnaires to confirm the risk factors of voice disorders. Survey items included sociodemographic information such as gender, age, and income level [3,4,5,9,10,12,13,16,18,19,20,22,24,31], environment related to work such as classroom environment and the number of students [3,5,9,10,12,13,14,16,18,19,22,24,31], voice habits and voice problem symptoms [3,5,9,10,12,13,14,16,17,19,23,24,31], and health factors such as drug use and infection [12,16,18,19,22].…”

“…Previous studies evaluating risk factors associated with the prevalence of voice disorders have reported that voice disorders are related to work environment [12,16,17,18,19], overall health [3,18,20,21,22], and psychological factors [2,23] as well as personal factors such as sociodemographic factors [13,20] and voice overuse [16]. Therefore, it is necessary to identify factors causing voice disorders to teachers in various dimensions and manage them to prevent these disorders.…”

“…Therefore, it is necessary to identify factors causing voice disorders to teachers in various dimensions and manage them to prevent these disorders. However, previous studies examining the risk factors of teachers’ voice disorders (1) were limited to a particular culture (ethnicity), region, or country [4,6,10,13,16,20,22], (2) focused on primary school or secondary school teachers [16,18,19,23], (3) did not consider all important factors such as sociodemographic factors, working environment, vocal symptoms, socioeconomic factors, health factors, lifestyle, and associated diseases [3,13,20,24], and (4) used different definitions for voice disorders, making it hard to interpret the results of these studies.…”

Vocal Behavior in Environmental Noise: Comparisons Between Work and Leisure Conditions in Women With Work-related Voice Disorders and Matched Controls

“…Subjectively reported voice data and ratings of voice symptoms enable the ability to get patients' perceptions of their voice as well as fluctuations over time. Numerous studies have included questions about voice symptoms in study-specific questionnaires, with a focus on prevalence of voice problems and risk factors for voice disorder, whereas only a few studies have collected information about variations in voice symptoms over time (Cantor Cutiva, Fajardo, & Burdorf, 2016;Lehto et al, 2006Lehto et al, , 2008. For example, voice symptoms for customer call centre workers increased during the workday (Lehto et al, 2006(Lehto et al, , 2008.…”